The use of reading and mathematics software on computers does not significantly improve student achievement in the classroom, according to a study by the United States Department of Education (ED).

The study used scientifically-based research methods and control groups to focus on the impact of technology on student academic achievement. It involved 9,424 students and 439 teachers, coming from 33 districts and 132 schools in 2004 and 2005.

The study set out to examine the effectiveness of 16 classroom software programs which were selected based on recommendations by “expert review panels” and the study team, in four categories: early reading (first grade); reading comprehension (fourth grade); pre-algebra (sixth grade); and algebra (ninth grade).

The main findings of the study are:

1. Test scores were not significantly higher in classrooms using the reading and mathematics software products than those in control classrooms. In each of the four groups of products — reading in first grade and in fourth grade, mathematics in sixth grade, and high school algebra — the evaluation found no significant differences in student achievement between the classrooms that used the technology products and classrooms that did not.
2. There was substantial variation between schools regarding the effects on student achievement. Although the study collected data on many school and classroom characteristics, only two characteristics were related to the variation in reading achievement. For first grade, effects were larger in schools that had smaller student to teacher ratios (a measure of class size). For fourth grade, effects were more significant when teachers reported higher levels of use of the learning software.

As part of the criteria, teachers participating in the study did not use software products in the previous year, researchers said. However, a second study will look at the effects of individual products and determine whether reading and mathematics software is more effective when used by teachers who have more experience teaching with the programs.

The findings of this study worries some advocates of educational technology, who question how the study was conducted. Many are concerned that the result could affect the future funding for technology, especially because the report was distributed to members of the US Congress.

Related:

Entry was posted on Saturday, April 7th, 2007 at 10:41 pm under Technology.

Read more entries by Ruben Francia.
Stumble It!